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Serious Games: current uses and emerging trendsInvited talk at ICWL 2015, Guangzhou, China
Baltasar Fernandez-Manjon [email protected] , @BaltaFMe-UCM Research Group , www.e-ucm.es
South China University of Technology, 06/011/2015
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Serious Games
• Any use of digital games with purposes other than entertainment (Michael & Chen, 2006)
• The use of digital games for educational purposes
• Other terms frequently used:– Educational games, – Applied games, – Game-like Simulations, – Games with Purpose, – Simulations– Edutaiment
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Gamification
• Gamification is the application of game-design elements and game principles in non-game contexts to obtain some kind of improvement (to increase user engagement)
• Games and gamification are two sides of the same approach. Educational games immerse the student in the game, where content and curricula are delivered or juxtaposed. Gamification aims to incorporate elements of games, such as levels and badges (but also via quests and other strategies) into non-game activities.
(The NMC Horizon Project: 2013 Higher Education Edition)
• Many times the distinction between serious games and gamification is blurring– e.g. learning languages with Duolingo
(www.duolingo.com)
Question:
Which instrument reduce the rate of deaths and complications in surgery by more than one third ?
N Engl J Med 2009; 360:491-499
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When implementation leaders did not explain why or show how the checklist should be used, staff neither understood the rationale behind implementation nor were they adequately prepared to use the checklist, leading to frustration, disinterest, and eventual abandonment despite a hospital-wide mandate
Conley, et at (2011). Effective surgical safety checklist implementation. Journal of the American College of Surgeons, 212(5), 873–9
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Games for learning
• Games are a natural way of learning– Humans learn very complex behaviour playing
(e.g. social skills)
• Characteristics of games– Backstory or Story line– Rules and game mechanics– Graphical enviroment– Interactivity and reactivity– Challenge /competition
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Key game elements for engagement1. Interactivity: Players’ opportunity to initiate actions andreceive evaluative information about their actions.2. Feedback: The often immediate information players receive about the efficacy of their game actions.3. Agency or control: The player’s ability to manage aspects of gameplay such as the use of control mechanisms and influencing story line.4. Identity: The player’s opportunity to become a game character via an avatar and/or to form relationships and linkages with game characters.5. Immersion: A player’s sense of presence, transportation,or integration within the game.
Flow in games
Chen J. Flow in games (and everything else). Communications of the ACM. 2007;50(4):31.
Games characteristics
• Basically, a game is an abstract world where some goals should be obtained following some rules
• Engagement elements– Conflict and challenge– Fantasy and curiosity– Perception of the advance– Progressive difficulty– Feedback
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Games for learning
• Games provide an adequate environment for acquiring or applying knowlege– Fail safe
• Authentic Learning
• Deliverate practice (Ander Ericsson)– Clear learning objective– Adequate and increasing level of difficulty– Repetitive practice with informative feedback
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How to make a game?
http://www.slideshare.net/dings/would-the-real-mary-poppins-please-stand-up-49259549/35-and_snap_the_jobs_a
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Games as educational tools
• Videogames can be instrumental in acquiring abilities and skills like– Spatial perception and recognition– Development of visual discernment and separation of
visual attention– Development of inductive logic– Cognitive development in scientific/technical
aspects– Development of complex skills– Spatial representation– Inductive discovery– Iconic code construction– Gender construction
Aguilera M de, Mendiz A. Video games and education. Computers in Entertainment. 2003;1(1):10
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Benefits of playing videogames
Granic, I., Lobel, A., & Engels, R. C. M. E. (2014). The benefits of playing video games. The American Psychologist, 69(1), 66–78. doi:10.1037/a0034857
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Who play videogames?
• One of the most popular entertainment activities • One of the largest entertainment industries
– Bigger than movies
• USA– 55% of the population plays videogames– 42% of them play for at least three hours per week– average player age of 35 years
• Over 70% of children and teenagers in the EU, and over 90% in the USA, play videogames
2015 Essential Facts About the Computer and Video Game Industry. Entertainment Software Association (ESA).ISFE. (2014). GameTrack Digest : Quarter 3 2014. Retrieved from http://www.isfe.eu/sites/isfe.eu/files/attachments/gametrack_european_digest_q3-14.pdf
Serious games at school (USA)
Takeuchi, L. M., & Vaala, S. (2014). Level up learning: A national survey on teaching with digital games. New York: The Joan Ganz Cooney Center at Sesame Workshop
• 62% teachers have used games to simulate and supplement learning.
• (Harris Poll, 2014 –Pearson-, 1000 teachers K12, USA)
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Serious Games use?
• Serious Games have probed to be educationally effective in several domains– Medicine, military, business, corporate training
• But still is a low adoption of Serious Games in mainstream education
• Serious Games considered usually as a complementary content– Mainly used for motivational purposes– No actual impact on the final mark
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ReMissionIntended for young people with cancer and oral chemotherapy
(Cole, S.W. et al 2012), (Kato, P.M, 2008) •effective tool that supports treatment adherence •sense of power and control over their disease
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Games for school: TreeFrog
More educational games at http://centerforgamescience.org
http://play.centerforgamescience.org/treefrog/
Game Cost per minute of play
$300
$8K
$3K
$25K
eAdventure games
Science Pirates
Immune Attack
AAA gameshttp://immuneattack.orghttp://sciencepirates.com/
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e-Adventure Platform
Open code authoring environment for the production of point-and-click adventure games & immersive learning simulations
Oriented to educators
No programming required
http://sourceforge.net/projects/e-adventurewww.mockap.es
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Scalability and maintainability
• Reducing initial cost (production or licensing) and the Total Cost of Ownership
• Once that the game became an educational asset it should be available independently of technological changes– e.g. Science Pirates now is being re-doit for the new
operating systems
• Should be possible to make changes into the game– To fix identified issues– To improve or update content …
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Deployment
• Complex to deploy games at the school• Games are very dependent of the platform
• Requires extra work for the teachers
• Situaltion improving with new tecnologies (e.g.HTML5) and multiplatform authoring tools (e.g. Unity3D)
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Methodologies to simplify SG creation
Torrente et at (2014) Development of Game-Like Simulations for Procedural Knowledge in Heathcare Education. IEEE Transactions on Learning Tecnologies. 7(1), 69-82
In the medical domain
http://www.chermug.eu
First visit to OR, with UCMhttp://first-aid-game.e-ucm.es
http://trasplant-game.e-ucm.es/
Uses of Learning Analytics in educational games• Game testing – game analytics
– It is the game realiable?– How many students finish the game?– Average time to complete the game?
• Game evaluation– From pre-post test to learning analytics evaluation
• Game deployment in the class– Real-time information for supporting the teacher– “Stealth” student evaluation– Knowing what is happening when the game is
deployed in the class
RAGE: creating the Learning Analytics infrastructure
Using interaction data for assessment • Evaluating the game• Discovering user problems
Formal evaluation pre-post• Off-line learning analytics• Formal evaluation of
games is very complex and expensive– Pre-test– Post-test
• Very few games have been formally probed to be effective
• Similar results with Learning Analytics than with pre-post test?
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We created the Checklist Game
– Raise awareness about the checklist– Learn how to apply it properly and
consequences of not applying it – Let practice it application in a free-risk
environmentIn cooperation with UCM (Surgical Department),
Hospital Doce de Octubre, LCS-MGH
http://sourceforge.net/projects/e-adventure/files/games/checklist/
Checklist game
• Formative evaluation at UCM and MGH/Harvard• Final evaluation at 5 hospitals in Madrid (Clinico,
12 de Octubre, Santa Cristina, Puerta de Hierro)• Good results (in press)
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Casual players, mobility, BYOD• More players on mobile devices (up to 30%)
– smartphones and tablets• Some schools are being equipped with tablets
• BYOD approach with games
• Simplify deployment
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Gaming for good
• gaming approaches applied to solving complex problems in a collaborative way
Play to Cure™: Genes in Space - a mobile game in which players collaborate to analyse real genetic data (Cancer Research UK, n.d.)
http://centerforgamescience.org/portfolio/foldit/
http://www.cancerresearchuk.org/support-us/play-to-cure-genes-in-space
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More integration of SG with curriculum and better info for teacher
https://labyrinth.thinkport.org/www/
SG and Brain Controller Interfaces
Ahn, M., Lee, M., Choi, J., & Jun, S. (2014). A Review of Brain-Computer Interface Games and an Opinion Survey from Researchers, Developers and Users. Sensors, 14(8), 14601–14633. doi:10.3390/s140814601
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Geolocated games
• Plenty application in different domains such as teaching history and exergames
https://www.ingress.com/
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SG and MOOCs: The case of EyeWire and edX
SG as MOOCs exercisesIn-browser WebGL client,
EyeWire servers with APIthat is queried from edX
Manuel Freire, Ángel del Blanco, Baltasar Fernández-Manjón (2014): Serious Games as edX MOOC Activities. Proceedings of the 2014 IEEE Global Engineering Education Conference (EDUCON) Page 867-871
Educational versions of commercial games
Miller, J., Vázquez-cano, E., & Obligatoria, S. (2015). Exploring Application, Attitudes and Integration of Video Games: MinecraftEdu in Middle School. Educational Technology & Society, 18(3), 114–128.
Publishing companies producing games
'Big Three' Publishers Rethink K-12 Strategies - http://www.edweek.org/dd/articles/2013/02/06/02textbooks.h06.html
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Are virtual worlds dead?SecondWorld and othersVirtual World Framework• A fast, light-weight, web-based architecture for
creating and distributing, scalable, collaborative, and component-based virtual spaces
• Design Goals– HTML5 and Web-based standards– Open source– JavaScript for simulation logic– Replicated computation
• They could be used as simulations, courseware, interactive training, or games.
http://www.adlnet.gov/tla/vw-sandbox.html
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Thank you!•¿Questions?• Mail: [email protected]• Twitter: @BaltaFM
• GScholar: https://scholar.google.es/citations?user=eNJxjcwAAAAJ&hl=en&oi=ao • ResearchGate: www.researchgate.net/profile/Baltasar_Fernandez-Manjon• Slideshare: http://www.slideshare.net/BaltasarFernandezManjon